This morning we took a few moments to review each step of the scientific method as well as the states of matter and how matter can change state. We discussed physical properties of matter such as appearance, conductivity, malleability etc. and applied our formula - density + mass/volume in order to calculate the differences in mass between nickel and lead. Homework is to complete the problems 1-5 on page 79 and to research the Roswell Incident.

This morning we reviewed the six steps of the scientific method while highlighting its importance and application in solving problems and answering questions etc. We also reinforced the idea that there are steps with the SM that can be repeated in order to insure consistence and accuracy during the process. We discussed the different states of matter as well as the manner in which matter changes state. example being the evaporation of a liquid (water) into a gas. We compared density versus mass and discussed their relationship to volume. Marcos' homework is read pages 70-77.

This afternoon, Bobby will identify the organelles of an animal cell while describing their function. He will also be asked to identify several important cellular functions as well. Homework will consist of a comparison between a plant and animal cell and identify what organelles they have in common and which ones they do not.

We finished our review of this section in preparation for the assessment tomorrow on cell form and function. I provided Bobby with a few test taking tips including his getting plenty of rest prior to the assessment and to use his index cards as a useful study guide. I gave him a study guide which included the general topics that will be on the assessment. He must be sure to review the following concepts; osmosis, diffusion, equilibrium, and homeostasis. We spent the remainder of the period briefly discussing the difference between plant and animal cells. I introduced the concept of photosynthesis and linked this photochemical reaction with the mitochondria. Homework is to prepare for the assessment on Thursday.

This morning we began our session by reviewing Marcos' responses to the chapter one assessment on page 36. We focused our discussion on a review of the six steps of the scientific method beginning with observation, hypothesis, experimentation, analysis, conclusion and communication. I warned Marcos that the textbook's explanation was not always clear but does do a good job of showing that some steps of SM can be repeated in order to insure accuracy and consistency. We spent the remainder of our session previewing next week's activity on the Roswell Incident.

Marcos came to class today well prepared and read the entire chapter on the scientific method. We watched the first installment in the video series Miracle Planet "A Violent Past" which highlighted the origin of Earth, the moon and the solar system. We discussed how asteroid and meteorite impacts increased the Earth's mass and altered the climate on its surface. We will discuss the scientific method and apply it to a case study during tomorrow's class.

This morning we discussed course objectives and made the decision to utilize the Science text by Glencoe Publishing as one of several instructional resources. A significant portion of our discussion focused on the scientific method and the role it plays in helping scientists to solving problems, make new discoveries and identify various organisms. We will be reinforcing each step in the scientific method for much of this week. Marcos was asked to read pages 12-20 in the text for homework and to highlight key points of interest.

Tuesday, January 24, 2017
12:30 - 1:30; 60 min. -
Environmental Sciences:
Geological Timeline -
Zach added the five major extinction events to his timeline. We discussed one more that is often overlooked because it affected only ancient bacteria. After comparing and contrasting each event, we discussed the causes of extinction event, significant because they reduced the number of species on the Earth by at least 50 percent. We determined the worst, which illuminated 90% of life, and made dinosaurs possible. We then listened to a TED talk about the levels of microbes and sodium hydroxide that existed prior to every event.

Monday, January 23, 2017
12:30 - 1:30; 60 min. -
Environmental Sciences:
Geological Timeline -
Zach used an adding machine paper roll to make a geological timeline of Major events. This timeline provides a framework to develop a better understanding of evolutionary change in its proper historical context. He marked the Cenozoic, Mesozoic, Paleozoic and Precambrian time era. We added what appeared during each era, and the number of years each lasted.

Tuesday, January 17, 2017
12:30 - 1:30; 60 min. -
Environmental Sciences:
The Nitrogen Cycle -
Zach was shown an award winning video, which describes the nitrogen cycle. We discussed how important it is for nitrogen to be converted from the free elements that are in our atmosphere, into a usable form necessary for plants and animals survival. We talked about how what we call blue-green algae is actually cyanobacteria. This bacterium, which clogs up the Saint Lucie River, is the main organism to convert nitrogen into usable form. Zach was interested in how the same creature can be both a problem and an important asset to people. Homework: Write a paper on the carbon and nitrogen cycles, and the actions that disrupt the balance of these natural cycles.